This is a unique, hands-on and experiential course that allows the students to set the pace of the course. Some students have more experience working with specific software and building projects. Some students will advance at a faster rate than other students, but the goal is for all students to gain knowledge regardless of their experience. Since the students set the course pace, the outline is divided by sections, not weeks. The amount of time that students will spend on each section will be determined by the students needs.
Section 1: Civil Engineering Introduction
Objective: Learners will identify and describe Civil engineering careers.
1. Civil Engineering Introduction Video- This video will give students an overview of what to expect in the career of engineering, how to choose a specific major, and projects that Civil engineers develop. 2. Presentation Assignment- Students will develop a presentation software of their choice (PPT, prezi, slides etc.) to uncover what Civil engineering career is all about, education needed, and future outlook in this career. 3. Discussion - Students will compose their opinion on possible challenges within the field, based on their knowledge of Civil engineering and research.
Section 2: Math & Physics Foundation
Learners will analyze and evaluate the relationship between physics concepts and building structures. Learners will evaluate how the structures can withstand given obstacles.
1. Structure Video - Bill Nye discusses how forces and materials impact structures such as buildings and bridges. 2. Quiz - This assessment will test students knowledge gained through the structure video. 3. Forces Game - This game allows students to understand the forces of: compression, bending, tension, and torsion at a deeper level. The students have to choose a type of force and direction needed by that force so that the "strongest man on earth" will be able to break object. 4. Differentiated Force Assignment - Students will need to provide a real situation in which each forces is used. 5. Forces Comic Strip- Students will create a 6 panel comic strip explaining the five major forces that affect buildings. 6. Forces Quiz- Students will be assessed on their understanding of the five forces.
Section 3: All About Bridges
Learners will evaluate how the structures can withstand given obstacles. Students will analyze success and failures of other structures.
1. Crazy Bridges Video - Students will explore some of the most interesting and challenging bridges ever built. 2. Presentation Assignment - Students will develop a presentation with the software of their choice, to research, explain, and describe different bridges around the world. 3. Assignment London Bridge is Falling Down - Students will read an article and explain why previous bridges that have failed and how these failures could have been prevented. 4. Bridge Types and Force Video- This video explains how certain forces act upon bridges, and different types of bridges. 5. Discussion - Students will identify what type of bridge is pictured, and provide an explanation of what the bridge features are, to justify their answer. 6. Assignment - Students will answer guided questions to compare and contrast the different bridge types. This will help students develop ideas on what they want their bridge to look like. 7. Discussion - Students will identify what type of bridge is pictures, and provide an explanation of what the bridge features are, to justify their answer. 8. Bridge Game- Students will use knowledge of forces to create a bridge design. The student with the strongest bridge will when the competition between classmates.
Learners will identify & use Sketchup to create a design for the bridge. Learners will evaluate the importance of working with groups and what they have learned from peers. Learners will collaborate with peers using feedback to reflect and develop strategies to make any design changes to the structure.
1. Tips for Bridge Build - This video helps give tips when creating a bridge with Popsicle sticks. 2. Design, Plan, & Build - Groups collaborate with what type of bridge they think will be most effective, and create a design in Google Sketchup. 3. Engineering Design- These are step by step instructions guiding students to reflect on how the brainstormed, designed, build-ed, tested, redesigned, and solutions created. 4. Bridge Presentation - Students choose presentation software of their choice to present findings using the Engineering Design.
Learners will identify & use Sketchup to create a design for Marble Mineshaft Learners will collaborate with peers using feedback to design, create, build, and reflect on the design to develop strategies to make any design changes for the structure.
1. Mineshaft Ride- Students will watch a video that explains what a mineshaft is, and the dangers involved with using one. 2. Discussion - Students will discuss with others the dangers, and compare and contrast mineshafts and roller coasters. 3. Physics of Roller Coasters - Students will watch a video uncovering how roller coasters work, and the physics behind them. 4. Discussion - Students will discuss what physics vocabulary means, and the energy involved when roller coasters are in motion. 5. Roller Coaster Testing - This video explains how engineers work to test and keep participants safe on roller coasters. 6. Discussion - Students will discuss with classmates what safety precautions engineers take when testing. 7. Marble Challenge - This video gives student an exciting look on what the finished product could potentially look like. 8. Design/Plan/Build Mineshaft - These are instructions and expectations for students to follow when building their Marble Mineshaft. 9. Tips - This video gives one example of how to build a mineshaft using cardboard, glue, tape, etc. 10. Engineering Design - Students will follow the engineering design to create a presentation of their choice to provide all information from beginning to the end of the Marble Mineshaft project.
Section 6: Civil Engineering Wrap-Up
Learners will evaluate the importance of working with groups and what they have learned through peers. Learners will reflect on what they have learned and provide feedback to class and future students.
1. Reflection - Students write and discuss with other peers on what their projects, what they found most helpful, and challenging. 2. What have learned? - Students write about information they have learned about Civil Engineering, whether or not they foresee a future in this career, and what they have learned about themselves with working in groups. 3. Survey- Students take a short open ended survey for the teacher to evaluate and use to reshape the course.
Online courses are an effective way to provide content for students to access information anywhere at any time. Providing students with online learning would benefit all students at the Middle School campus I currently teach, specifically blended learning. Blended learning combines the best of both concepts of online learning, and traditional teacher teaching (Clayton, Horn, & Staker). Blended learning allows for teachers to individualize student learning, increase the rigor, and monitor students’ progress. The courses I believe would benefit from this model in the near future are Business Information Management (another course I teach) and a training course for teachers. The BIM course would be ideal to incorporate a blended learning model to allow students to participate in differentiated instruction. This course is a High-School Credit course but many students begin at different levels and need different media options to work at their own pace to increase their learning. In addition, having a training course for teachers accessible at any time would be an enormous asset. Currently teachers receive training information through email or in person, which is random and not well organized. It would be better organized online in a folder or module that can contain all of the applicable articles, useful website tools, training information, and other media. Although I have included only two future online courses to implement, I believe that all courses can use an online model to provide limitless opportunities for students and staff to have access to the most suitable learning environment.
Clayton, C., Horn, M., B., & Staker, H. (2013, May). Christensen Institute. Retrieved from https://www.christenseninstitute.org/wp-content/uploads/2014/06/Is-K-12-blended-learning-disruptive.pdf